This work is the result of a study that aimed to analyze the practices of bullying that occur to indigenous students in a public school in the municipality of Benjamin Constant and the consequences that it has caused in the learning process of the students who are victims of the demonstration. For this, we sought to identify the forms of bullying suffered by indigenous students in the school context and what are the circumstances in which the act has occurred; describe feelings, perceptions and reactions of indigenous students who are victims of bullying and the reflections on their learning; to verify how the school has been acting to intervene in bullying in the school environment and to present a methodological alternative using playfulness to combat bullying. The study demanded readings about bullying and its manifestations in the school context, especially with people from ethnic minority groups such as indigenous people. The research was constituted as a field research, with a phenomenological method and a qualitative approach. For data collection, observations and questionnaires were used. The research sought to show the conceptions of bullying and the studies carried out showing how this type of violence has been processed in the school environment and, more specifically, with indigenous students. As a result, it was found that the issue of prejudice and discrimination against indigenous students in non-indigenous but plural schools is still very strong, leading to aggressive behavior, physically and verbally, which negatively affects learning, inclusion and full development of these students.
|
